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Appendix A
Student Teacher Evaluation Form For Videotaped Lessons
Student Deniece White
EDUC540 Instructor (Evaluator): Dr. Fritz
Lesson Observed (Videotaped) Math
Date 11/25/14
Code: 1 point = fulfills requirements
0 points = not evident/needs improvement
Lesson Planning (5 points)
__1__ Lesson plans follow Drexel Lesson Plan format and have clear, measurable instructional goals that state what the
students will know and be able to do at the end of the lesson
__1__ Lesson plans reflect coherent instructional design, which includes clear, sequenced procedure that is aligned with
instructional goals and assessments
__1__ Lesson plans have a clear assessment(s) that measures whether all students can meet the lesson instructional goals
__1__ Displays originality in preparing and presenting lessons (creativity)
__1__ Lesson plans include adaptations for special needs and/or differentiation
Professionalism (1 point)
__1__ Student teacher exhibits professionalism in appearance and written and spoken language in lesson plans and
during videotaped lesson
Lesson Reflection (6 points) (Use Lesson Analysis and Reflection Rubric to evaluate reflection)
__6__ Student teacher views his/her videotape and shows evidence of being a reflective practitioner in video
reflection/reflects on the above (lesson planning, quality of instruction, classroom management and
professionalism)
Total: 21/23
Comments/Suggestions:
Here are my thoughts as I viewed the lesson:
You began by having a student tell you what subtraction means. Instead, do a Think Pair Share and engage
them all in telling what subtract means.
You read the story and had the students figure out the problems while you read. I really like how you used a
story to illustrate a math concept! Give the students independent white boards so they can figure out the
2
problems or write the math problem on their board then show you the answer. This is a way to engage all of
them in figuring out the answers (instead of just calling on one student).
Then you had one student tell the class what the story was about.
After you send the students to their tables, use positive reinforcement to ensure a smooth transition. I like the
way the boys and girls moved to the blue table quietly and already got to work (as an example). Send one table
at a time, highlighting to the rest of the students how they quickly and quietly got to their seats and got to work.
You worked with the students at the teacher table. Who is managing the students at the rest of the tables? If you
have your own classroom, you will be expected to use classroom management strategies to ensure all students
are on task.
It was so nice to see you smile each time a student got it correct. I can tell that you really enjoy teaching. You
seem more comfortable with this lesson than in your first videotaped lesson.
Dr. Fritz
3
Appendix B
Lesson Analysis and Reflection Rubric
(6 total points)
No evidence
0-2
Below
Expectations
3-4
Meets Expectations
5
Exceeds Expectations
6
Reflects on degree to
which learning goals were
met citing specific
examples.
Mentions learning
goals but makes
inaccurate statements
as to whether or not
they are met.
Mentions feedback
but does not discuss
how it was used to
influence instruction.
Discusses performance in
each domain
Discusses
performance in each
of the four domains.
Discusses performance
in each of the four
domains and cites
specific examples.
Conventions,
organization, composed
writing
Writing is
disorganized and
includes many
grammar and
convention mistakes
(5 or more mistakes)
Writing is
disorganized and
includes several
grammar and
convention mistakes
(3 or more mistakes)
Writing is organized,
includes proper grammar
and conventions.
(One or more mistakes)